Admission Officers\u27 Perceptions Of Implicit Bias In The Admission Process

Although they are not involved in the decision making process, admission officers at institutions of higher learning could have a significant effect on the admission process. For the purposes of this research, admission officers are defined as the primary personnel assisting applicants to complete their applications through the collection of applications, fees, essays, transcripts, test scores, and other supplemental documents required by the institution for admission consideration. More specifically, their implicit biases could significantly affect the admission process. Research on implicit biases is on the rise, and studies investigating this issue in health care and hiring practices are abundant. Implicit biases in higher education have been studied as they relate to the interview section of the admission process. In order for applicants to make it to the interview section, they usually must have a complete application. This research was conducted through a case study of the freshman admission process at a southeastern public institution including two focus group sessions and joint interviews. Admission officers were introduced to implicit bias and completed three Implicit Association Tests (IATs). The aggregate results of the tests were presented to the admission officers in a group setting to discuss the results as a group. The transcripts of these interviews were coded to identify whether implicit bias, systematic bias, or both affected the institution’s freshman admission process. Research participants unanimously agreed systematic bias rather than implicit bias was more prevalent in the freshman admission process at the institution but stated admission officer implicit bias could significantly affect institutional admissions depending upon the application processing procedure. Through this research, areas of the admission process where implicit biases may exist were identified and ways to reduce the effect of admission officers’ implicit biases on the process were hypothesized

Learning-facilitated long-term depression and long-term potentiation at mossy fiber—CA3 synapses requires activation of β-adrenergic receptors

Learning-facilitated plasticity refers to hippocampal synaptic plasticity that is facilitated by novel spatial learning events. Both long-term potentiation (LTP) and long-term depression (LTD) are facilitated by novel hippocampus-dependent learning. This has important ramifications for our understanding of how the hippocampus encodes memory. One structure that is rarely studied in vivo, but is believed to be crucially important for working and long-term memory processing is the hippocampal CA3 region. Whereas learning-facilitated plasticity has been described in this structure, the mechanisms underlying this phenomenon have not been explored. The noradrenergic system plays an important role in arousal and qualification of new information as salient. It regulates synaptic plasticity in the dentate gyrus and CA1, but nothing is known about the regulation by the noradrenergic system of synaptic plasticity in the CA3 region. We explored whether β-adrenergic receptors contribute to learning-facilitated plasticity at mossy fiber (mf)-CA3 synapses of behaving rats. We found that receptor antagonism had no effect on basal synaptic transmission, short-term potentiation (STP), short-term depression, LTP, or LTD, that were electrically induced by patterned afferent stimulation. We found, however, that both learning-facilitated LTP and LTD were prevented by antagonism of β-adrenergic receptors, whereas the agonist isoproterenol facilitated STP into LTP. Thus, learning-facilitated and electrically-induced plasticity may not share the same prerequisites. These results support that the mf synapse engages in a distinct aspect of encoding of spatial information that involves both LTP and LTD. Furthermore, changes in arousal that are coupled to new learning are associated with activation of hippocampal β-adrenergic receptors that in turn comprise a key element in this type of information acquisition and processing by the CA3 region

Dopamine D1/D5, But not D2/D3, Receptor Dependency of Synaptic Plasticity at Hippocampal Mossy Fiber Synapses that Is Enabled by Patterned Afferent Stimulation, or Spatial Learning

Although the mossy fiber (MF) synapses of the hippocampal CA3 region display quite distinct properties in terms of the molecular mechanisms that underlie synaptic plasticity, they nonetheless exhibit persistent (>24h) synaptic plasticity that is akin to that observed at the Schaffer collateral (SCH)-CA1 and perforant path (PP)-dentate gyrus (DG) synapses of freely behaving rats. In addition, they also respond to novel spatial learning with very enduring forms of long-term potentiation (LTP) and long-term depression (LTD). These latter forms of synaptic plasticity are directly related to the learning behavior: novel exploration of generalized changes in space facilitates the expression of LTP at MF-CA3 synapses, whereas exploration of novel configurations of large environmental features facilitates the expression of LTD. In the absence of spatial novelty, synaptic plasticity is not expressed. Motivation is a potent determinant of whether learning about spatial experience effectively occurs and the neuromodulator dopamine plays a key role in motivation-based learning. Prior research on the regulation by dopamine receptors of long-term synaptic plasticity in CA1 and dentate gyrus synapses in vivo suggests that whereas D2/D3 receptors may modulate a general predisposition toward expressing plasticity, D1/D5 receptors may directly regulate the direction of change in synaptic strength that occurs during learning. Although the CA3 region is believed to play a pivotal role in many forms of learning, the role of these receptors in persistent (>24h) forms of synaptic plasticity at MF-CA3 synapses is unknown. Here, we report that whereas pharmacological antagonism of D2/D3 receptors had no impact on LTP or LTD, antagonism of D1/D5 receptors significantly impaired LTP and LTD that were induced by solely by means of patterned afferent stimulation, or LTP/LTD that are typically enhanced by the conjunction of afferent stimulation and novel spatial learning. These data indicate an important role for dopamine acting on D1/D5 receptors in the support of long-lasting and learning-related forms of synaptic plasticity at MF-CA3 synapses and provide further evidence for an important neuromodulatory role for this receptor in experience-dependent synaptic encoding in the hippocampal subfields

Taking the lead: learners’ experiences across the disciplines

The first year at university is a time of significant flux for students, as they adjust to unfamiliar environments, encounter new approaches to teaching and develop fresh learning strategies on the road to becoming self-directed learners. This sense of uncertainty may be compounded by the need to interact with unfamiliar and frequently complex online systems and technologies, possibly even before arrival. Furthermore, although technology is embedded seamlessly into the personal lives of many of today’s students, recent reports have questioned the widespread assumption that young adults have the sophisticated information skills and digital literacy needed to become autonomous learners. In this paper we present findings from a recently-completed study addressing these important issues. We investigated the utilisation of ICT and learning technologies by first-year undergraduates from a variety of different entry routes and academic disciplines, including Physics, Divinity and Veterinary Medicine, at the University of Edinburgh. The focus of the work was on the impact of technology on students’ transition to university and how this changed as they progressed through their first year. The overall shape of the research was based on a student-centred approach, with students’ own views and opinions placed central to the study; and used a holistic approach in which students’ use of e-learning and technology was set within the context of their learning experiences as a whole. To capture the breadth and complexity of their experiences we used a mixed-mode approach, including a series of reflective diaries recorded by learners (in video, audio or text format) together with surveys and focus groups. Students do not form a homogenous group, and findings in this area are inevitably complex. They have high expectations and are generally confident with technology; however, they may not always recognise technology’s potential to support and enhance learning. The term e-learning does not mean much to them; there is simply learning with strands of technology running through. This is reflected in a strong desire for face-to-face contact, with technology used to supplement and enhance this. Students are social, with informal group learning often facilitated by technology. They find their comfort zones and ways of working that are personal to them, and use technology to suit their own way of learning

Best practice guidelines for the management of lipoedema

The Best Practice Guidelines for the management of lipoedema were published earlier this year by Wounds UK, following a collaborative development and peer review process. This paper provides an overview of the development process, and a summary of key messages from the guidelines. The idea of establishing UK-specific guidelines was first discussed by a group of clinicians in 2015. Supported by Wounds UK, industry and third sector partners, an Expert Working Group was brought together in September 2016. This initial meeting was the start of a creative process, and provided a framework for the subsequent development of the evidence-based guidelines.sch_nur22pub5136pubSup1

The development, implementation and early learnings of a training program to advance interest in behavioral research careers among undergraduate BIPOC students majoring in psychology.

OBJECTIVES: Black, indigenous and people of color (BIPOC) remain underrepresented in research occupations. This report discusses a collaboration to train undergraduate BIPOC students in clinical research between a public health institute, two medical schools, and a historically Black College or University (HBCU). This nine-month program trained BIPOC undergraduates in research methodology, psychology, and addiction science, and immersed trainees in real-world research. The program included didactic seminars, experiential activities, and a mentored research project culminating in a poster and oral presentation. METHODS: Key learnings, program satisfaction survey results, and preliminary outcomes from the first three program cohorts (N = 6 students) are presented. This program addressed several barriers hypothesized to contribute to the limited number of BIPOC students pursuing research careers, including mentorship from BIPOC faculty and financial concerns. RESULTS: Students reported moderate to high satisfaction with the program and endorsed gaining new research skills. Limitations and future directions are discussed. CONCLUSION: The expansion of the BIPOC health and research workforce is an urgent priority given the importance of BIPOC professionals to the health of our nation. TRIAL REGISTRATION: ClinicalTrials.gov Identifier: NCT04650386

Intracellular bacillary burden reflects a burst size for Mycobacterium tuberculosis in vivo

We previously reported that Mycobacterium tuberculosis triggers macrophage necrosis in vitro at a threshold intracellular load of ~25 bacilli. This suggests a model for tuberculosis where bacilli invading lung macrophages at low multiplicity of infection proliferate to burst size and spread to naïve phagocytes for repeated cycles of replication and cytolysis. The current study evaluated that model in vivo, an environment significantly more complex than in vitro culture. In the lungs of mice infected with M. tuberculosis by aerosol we observed three distinct mononuclear leukocyte populations (CD11b(-) CD11c(+/hi), CD11b(+/lo) CD11c(lo/-), CD11b(+/hi) CD11c(+/hi)) and neutrophils hosting bacilli. Four weeks after aerosol challenge, CD11b(+/hi) CD11c(+/hi) mononuclear cells and neutrophils were the predominant hosts for M. tuberculosis while CD11b(+/lo) CD11c(lo/-) cells assumed that role by ten weeks. Alveolar macrophages (CD11b(-) CD11c(+/hi)) were a minority infected cell type at both time points. The burst size model predicts that individual lung phagocytes would harbor a range of bacillary loads with most containing few bacilli, a smaller proportion containing many bacilli, and few or none exceeding a burst size load. Bacterial load per cell was enumerated in lung monocytic cells and neutrophils at time points after aerosol challenge of wild type and interferon-γ null mice. The resulting data fulfilled those predictions, suggesting a median in vivo burst size in the range of 20 to 40 bacilli for monocytic cells. Most heavily burdened monocytic cells were nonviable, with morphological features similar to those observed after high multiplicity challenge in vitro: nuclear condensation without fragmentation and disintegration of cell membranes without apoptotic vesicle formation. Neutrophils had a narrow range and lower peak bacillary burden than monocytic cells and some exhibited cell death with release of extracellular neutrophil traps. Our studies suggest that burst size cytolysis is a major cause of infection-induced mononuclear cell death in tuberculosis